Evaluating learning objectives of the pre-school teacher education programme in terms of special field competencies

In Turkey, as in other countries, candidate teachers are expected to achieve the teaching qualifications and competencies outlined by the ministries of education. In Turkey’s case, the Ministry of National Education of Turkey (MoNE) (Yüksek öğretim Kurulu (YÖK), 1998; MoNE, 2006) has developed the general competencies for the teaching profession including six-main competency domains called A-B-C-D-E-F, associated thirty-one sub-domains, and 233 teaching performance indicators for knowledge, skills, and attitudes for the teacher education programmes. More specifically, special field competencies for pre-school teachers have been developed to bring effective-teaching and learning to both public and private schools. This study analysed general competencies and related special field competencies with the aim of determining the extent to which there is a correlation between the general competencies of Pre-School T eacher Education Programmes and the courses’ learning objectives and sub-competencies. Qualitative content analysis methods yield the descriptive frequencies presented. This exploratory approach of these important elements of a teacher education programme will be useful to determine and seek to eliminate the intended and enacted gap between the learning objectives and the special field competencies. This study is offered as an example comparison among these elements that might also be helpful in the evaluation of teacher education programmes in other contexts.

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Teacher educators’ predictability and student selection paradigms in entrance examinations for the Finnish Primary School Teacher Education programme

European Journal of Teacher Education ◽

10.1080/02619768.2019.1672653 ◽

2019 ◽

Vol 43 (2) ◽

pp. 151-164 ◽

Cited By ~ 1

Author(s):

Ville Mankki ◽

Marita Mäkinen ◽

Pekka Räihä

Keyword(s):

Teacher Education ◽

Primary School ◽

Teacher Educators ◽

School Teacher ◽

Education Programme ◽

Primary School Teacher ◽

Student Selection ◽

Teacher Education Programme ◽

Entrance Examinations ◽

Primary School Teacher Education

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Det produktive praksissjokket: Nyutdannede læreres fortellinger om lærer-elev-forholdet i overgangen fra lærerutdanning til lærerarbeid

Acta Didactica Norden ◽

10.5617/adno.8421 ◽

2020 ◽

Vol 14 (3) ◽

Author(s):

Irina Ivashenko Amdal ◽

Ilmi Willbergh

Keyword(s):

Professional Development ◽

Teacher Education ◽

Novice Teachers ◽

Narrative Analysis ◽

Education Programme ◽

Teaching Profession ◽

Structured Interviews ◽

Teacher Education Programme ◽

Considerable Impact ◽

Transition Into Teaching

Overgangen fra lærerutdanning til lærerarbeid omtales i forskningen både som utfordrende og som en mulighet for profesjonell utvikling. Denne studien undersøker hvordan nyutdannede læreres overgang fra utdanning til arbeid kan forstås som en danningsprosess. Studien baserer seg på ti semistrukturerte intervjuer med fem deltakere (ett i siste semester på grunnskolelærerutdanningen og ett etter de første tre månedene i arbeid). Studien benytter narrativ og tematisk analyse, og bygger på et hermeneutisk danningsteoretisk perspektiv. Sett fra et slikt perspektiv er overgangen en prosess preget av utvikling og horisontutvidelse der forandringen finner sted etter at de nyutdannede har kommet ut i jobb. Vi finner at de nyutdannedes forståelseshorisont etter tre måneder i arbeid er preget av deres tidligere forståelser. Det å begynne å jobbe utløser en opplevelse av at de forventningene man hadde, ikke innfris. Videre finner vi at det at den nyutdannede går fra å være den som lærer, til å bli den som har ansvar for andres læring og danning, har stor betydning for oppfattelsen av lærer-elev-forholdet. Sett fra denne artikkelens perspektiv kan overgangen fra utdanning til arbeidsliv forstås som en potensielt smertefull danningsprosess som initierer de nyutdannedes profesjonelle utvikling. Nøkkelord: nye læreres utvikling, lærer-elev-forhold, danning, narrativ analyse, lærerutdanning The productive transition into teaching: Novice teachers’ narratives of the teacher-pupil relationship Abstract The transition from teacher education to the teaching profession is challenging, but also an opportunity for professional development. The present study investigates novice teachers’ transition into teaching from the perspective of Bildung. Ten semi-structured interviews were conducted with five participants twice: the last semester in the teacher education programme, and after three months in practice. The interviews were analysed by using thematic and narrative analysis, as well as a hermeneutic and Bildung-centred perspective. Seen from this perspective, the transition is a process characterised by development and broadening of horizon of understanding, where the change occurs after starting work. We find that the novice teachers’ horizons after three months of work are influenced by their previous horizons. Also, we find that the shift from being a learner to becoming responsible for other people’s learning, has a considerable impact on the novice teachers’ understanding of the teacher-pupil relationship. This article argues that the transition from teacher education to working in schools, is a potentially painful process of Bildung that initiates professional development for novice teachers. Keywords: novice teachers’ development, teacher-pupil relationship, Bildung, narrative analysis, teacher education

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RETRACTED: A study of the attitudes of the teacher educators towards secondary school teacher education programme in Pakistan

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2010.03.112 ◽

2010 ◽

Vol 2 (2) ◽

pp. 830-838

Author(s):

Aijaz Ahmed Gujjar ◽

Bushra Naoreen

Keyword(s):

Teacher Education ◽

Secondary School ◽

Teacher Educators ◽

School Teacher ◽

Education Programme ◽

Secondary School Teacher ◽

Teacher Education Programme

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Distance Teacher Education and the Challenges of 21st Century

MIER Journal of Educational Studies Trends and Practices ◽

10.52634/mier/2018/v8/i1/1428 ◽

2021 ◽

pp. 83-101

Author(s):

Santosh Kumari ◽

Anjana

Keyword(s):

Teacher Education ◽

21St Century ◽

Classroom Practice ◽

Teaching And Learning ◽

Knowledge Society ◽

Education Programme ◽

Innovative Teaching ◽

Teacher Education Programme ◽

Research Activities ◽

New Knowledge

The study focusses on the relevance of the teacher education programmes through distance mode which are facing various challenges due to globalization and technological advancements in the field of education. With the explosion of knowledge, education is going through new transformations and, therefore, it will have to evolve in the direction of the new globalised knowledge society. The alarming challenge before the distance teacher education programme is to be equipped with 21st century knowledge and skills and learn how to integrate them into their classroom practice to realize its goal of successfully meeting the challenges of this society so that the coming generation can meet the demands of a global society. This paper focuses on the need of distance teacher education programme to find innovative teaching and learning methodology and access the potential for new forms of communication using emerging technologies. In the 21st century, teachers need to be life-long learners, adapting continuously to changing opportunities and demands of the knowledge economy, producing new knowledge through research activities.

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